scholarly journals The WHO EQUIP Foundational Helping Skills Trainer's Curriculum

2021 ◽  
Vol 20 (3) ◽  
pp. 449-450
Author(s):  
Sarah Watts ◽  
Jen Hall ◽  
Gloria A. Pedersen ◽  
Katherine Ottman ◽  
Kenneth Carswell ◽  
...  
Keyword(s):  
Helping Skills

Correlations of Pretraining Characteristics Among Students Receiving Helping Skills Training

2014 ◽  
Author(s):  
Saryn Cranston ◽  
Andrew S. Mcclintock ◽  
Shannon Mccarrick ◽  
Timothy M. Anderson ◽  
Clara E. Hill
Keyword(s):  
Skills Training ◽  
Helping Skills

Empathic Communication Skills Across Applied Undergraduate Psychology Courses: A Replication Study

2021 ◽  
pp. 009862832199543
Author(s):  
Catherine M. Reich ◽  
Lara J. LaCaille ◽  
Katherine E. Axford ◽  
Natalina R. Slaughter
Keyword(s):  
Communication Skills ◽  
Communication Competence ◽  
Learning Gains ◽  
Face To Face ◽  
Helping Skills ◽  
Empathic Communication ◽  
Health Related ◽  
Psychology Courses ◽  
Undergraduate Psychology ◽  
Over Time

Background: Although undergraduate psychology curriculum should cultivate performance-based skills to prepare students for helping professions, little work to date has addressed this standard. Objective: This research replicates the methods used in a previous study by examining pre-post changes in empathic communication skills and perceived communication competence across two applied psychology courses: Basic Helping Skills and Internship. This study extended this work by also exploring learning gains from different formats (i.e., face-to-face vs. online), internship types (mental health-related vs. not mental health-related), and the longevity of learning gains. Method: Psychology students ( N = 171) completed a measure of communication competence and provided written empathic responses on a vignette-based performance measure at the start and end of the semester. Results: Students perceived their communication skills as improving over time; however, only students in the Basic Helping Skills course showed improved empathic communication skills, especially when the instruction was in a face-to-face format. Students with previous skill training maintained their learning gains over time. Conclusion: Student empathic communication improves most with face-to-face instruction in Basic Helping Skills rather than an internship experience. Teaching Implications: For the development of empathic communication skills, prerequisite requirements for Internship and instructive scaffolding for the application of skills may be recommended.

scholarly journals Client's immersed and distanced speech and therapist's interventions in emotion-focused therapy for depression: an intensive analysis of a case study

2016 ◽  
Vol 19 (2) ◽  
Author(s):  
Ana Bela Couto ◽  
Eunice Barbosa ◽  
Sara Silva ◽  
Tiago Bento ◽  
Ana Sofia Teixeira ◽  
...  
Keyword(s):  
Laboratory Studies ◽  
Clinical Change ◽  
Emotion Focused Therapy ◽  
Client Variables ◽  
Observational Measures ◽  
Helping Skills ◽  
System A ◽  
Therapeutic Dialogue ◽  
The Relationship

Previous laboratory studies have explored the importance of participants adopting an immersed or distanced perspective in the analysis of their experiences. These studies concluded that distancing allows analyzing emotions in a healthier way and immersion leads to higher vulnerability. However, in psychotherapy, the relationship between these perspectives and clinical change has been less investigated. The present study aims to contribute to understanding how these variables evolve during psychotherapy and also to explore the therapist’s contributions to this process. This study analyzes a good-outcome case of emotion-focused therapy for depression through two observational measures of psychotherapy process: the measure of immersed and distanced speech – which identifies client’s adoption of an immersed or distanced stance when talking about their problems – and the helping skills system – which identifies therapist’s interventions focused on exploration, insight or action. Results showed a decrease of immersed speech and an increase of distanced speech along the process, with a higher frequency of exploration skills preceding both types of client’s speech. Finally, the evolution of therapist’s and client’s speech showed a reasonable flexibility of therapeutic dialogue throughout the sessions, in particular due to the evolution of client variables (evidencing a higher diversity of behaviors).

scholarly journals Understanding Differences between CORE and CACREP Counselors-in-Training Perceptions of Self-Efficacy

2018 ◽  
Vol 7 (1) ◽  
pp. 40
Author(s):  
Sabrina Harris ◽  
Michael Brooks ◽  
Robin Liles ◽  
Glacia Ethridge ◽  
Quinton Boston ◽  
...  
Keyword(s):  
Work Experience ◽  
Self Efficacy ◽  
Rehabilitation Counseling ◽  
Counselors In Training ◽  
Counseling Programs ◽  
Health Counseling ◽  
Treatment Groups ◽  
Helping Skills ◽  
Session Management ◽  
Significant Difference

An examination of differences in perceptions of self-efficacy between students in CORE-accredited rehabilitation counseling programs and students in CACREP -accredited clinical mental health counseling programs enrolled in practicum/internship classes is absent in the literature. Results indicated there was not a significant difference (p = .05) between the total self-efficacy scores between both treatment groups (CORE and CACREP). Further, there was not a significant difference between helping skills, session management, and counseling challenging situations scores for both treatment groups (CORE and CACREP). Predictors of self-efficacy for CACREP participants consisted of prior work experience in a field other than helping. Predictors of self-efficacy for CORE participants were gender.

Training Faculty in Helping Skills

NASPA Journal ◽  
1977 ◽  
Vol 14 (3) ◽  
pp. 27-32
Author(s):  
Andrew Chirchirillo ◽  
Michael N. Stake ◽  
Alice L. Astin
Keyword(s):  
Helping Skills ◽  
Training Faculty

Epilogue

2012 ◽  
pp. 201-204
Author(s):  
Jairo N. Fuertes ◽  
Arnold R. Spokane ◽  
Elizabeth Holloway
Keyword(s):  
Positive Psychology ◽  
Cultural Differences ◽  
Professional Practice ◽  
Vocational Psychology ◽  
Evidence Based ◽  
Positive Psychotherapy ◽  
Helping Skills ◽  
Process And Outcome

The epilogue considers advancements of knowledge in psychology in areas such as helping skills, the process and outcome of treatment, the proper use of evidence-based professional practice, vocational psychology, multiculturalism, supervision, and consultation, as well as primary challenges for the profession, and emerging areas of research, including the movement towards positive psychology and positive psychotherapy, and cultural differences.

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